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Thinkport | Displaying Data With Line Plots

Use a line plot to explore distribution and variation of football players’ heights in this interactive from MPT. In the accompanying classroom activity, students use the interactive and then gather numeric data from classmates on topics such as height and number of pets. Each pair uses one of these data sets to create and analyze a line plot. Students conclude by considering ways that line plots facilitate summarizing and analyzing data sets. To get the most from the lesson, students should be comfortable adding and subtracting fractions with unlike denominators. For a longer self-paced student tutorial using this media, see "Displaying Data With Line Plots" on Thinkport from Maryland Public Television.

Display Page 1 and ask, Are all of these Baltimore Ravens football players about the same height? How do you know?

Display Page 2, and ask, Why do you think they chose 5 and 7 as the smallest and largest values of the number line? Why you think they labeled it in 1/4s (fourths)?

Display and talk through Page 3.

Display Page 5. Invite volunteers to point out what they notice about the line plot, prompting for mode, outliers, range, and where the dots cluster.

For Pages 7 and 8, ask students to talk over their answers with a partner before sharing with the class. On Page 8, check that students understand the terms skewed and symmetric.

3. Class Data (15 minutes, pairs) Tell students that each pair will create a line plot for a different data set.

Brainstorm possible topics for investigation, each involving numeric data (e.g., our heights or the number of letters in our first names). Record one topic per posted sheet along with a corresponding question (e.g., “Pets in the class. How many pets do you have?”)

Ask each pair to stand at a different sheet, record their answers on the sheet, and then circulate to the next sheet. Make yardsticks available for any questions that involve measurement.

When everyone has finished, give each pair one of the posted sheets. Distribute materials and review the worksheet instructions.

As pairs complete the worksheet, circulate to encourage them to explain their findings to you. In particular, for #7, prompt them to use terms such as variability, skew, symmetry, range, mode, and outliers as they describe their data.

4. Conclusion (5 minutes, whole group) Give students a few minutes to post their line plots, and circulate to see everyone’s results.

Wrap up with a few questions:

How does a line plot help you organize data?

Why did we make the number line after gathering the data?

Why is it important to know both the mode and the range?

Activity Extension: Have pairs present their data to the class. They should show their line plot and explain their findings and any patterns they notice in the data.